@article{oai:nagoya.repo.nii.ac.jp:00002295,
 author = {梶田, 正巳 and KAJITA, Masami and 石田, 勢津子 and ISHIDA, Setsuko and 宇田, 光 and UDA, Hikaru and 伊藤, 篤 and ITO, Atsushi},
 journal = {名古屋大學教育學部紀要. 教育心理学科},
 month = {},
 note = {Personal Learning Theory refers to the belief system each learner has toward his/her own learning activities. The major purpose of the present study exists in clarifying the characteristics of the PLT by administering a questionnaire to a thousand and twenty-six junior high school students. In addition, the relationships between the PLT sub scales and academic achievements of the students as well as between the PLT and their motivation for learning were investigated. Although the PLT questionnaire had ninety items concerning to learning activities, only fifty-nine of those which had shown positive correlations with academic achievements were selected to be factor-analized. The following five basic factors of PLT were found by employing the principal component factor analysis: the industriousness, the technical steadiness, the learning plan, the easiness, and the concentration. After the results were displayed using data pattern procedures, correlational analyses also played its part in describing the characteristics of PLT. First of all, the authors applied the data pattern analysis, or the profile analysis, in order to make the results understandable. The typical pattern, found most frequently among the subjects, had been made up of positive responses to all the five PLT sub scales. Secondly, partial correlation coefficients betwen the five sub scales of PLT and the academic achievements of subject matters were computed controling a measure of Motivation for Learning, or MFL scale. The MFL scale consists of sixteen items asking students' motivation for learning. Significant positive correlations were found as to both the scales of the industriousness and the technical steadiness, while a negative correlation was detected as to the easiness scale. Finally, as for the relationship between PLT and motivation, the authors examined partial correlation coefficients between the five sub scales of PLT and the MFL scale with the control variable of the academic achievement. Among the five PLT sub scales, four scales except for the easiness scale showed significant positive correlations with the MFL measure., 国立情報学研究所で電子化したコンテンツを使用している。},
 pages = {133--155},
 title = {中学生の学習の仕方:「個人レベルの学習論(PLT)」からの接近},
 volume = {33},
 year = {1986}
}